Objective To identify the potential categories of alexithymia in college students, and further analyze the relationship between different potential categories and social anxiety and depression, so as to provide theoretical basis for promoting the development of positive emotions and mental health of college.
Methods A cross-sectional survey was conducted among 1 338 students randomly selected from a cluster of four universities in Hebei, Jilin, Liaoning Provinces in September 2020 by convenience sampling method. Chinese Version of Twenty-item Toronto Alexithymia Scale, Social Interaction Anxiety Scale, Center for Epidemiologic Studies Depression were used for survey, potential profile analysis and Logistic regression analysis were performed on the data.
Results College students with alexithymia could be divided into three potential categories: good emotion expression group (33.3%), good emotion discrimination group (9.6%), and difficulty in emotion expression group (57.1%). Logistic regression analysis showed that after controlling for demographic variables, the group with good emotional expression was negatively correlated with depression symptoms (β = −1.92, −1.44, P<0.01), and social anxiety (β=−0.71, −2.04, P<0.01).
Conclusion Alexithymia of college students shows a category distribution, and each potential category of alexithymia has different associations with social anxiety and depression symptoms. To improve the mental health, teachers in colleges and universities in the mental health education work to develop targeted training of emotional regulation ability of college students to formulate intervention programs, relieve the symptoms of social anxiety and depression of college students, promote their positive psychological development.
【摘要】 目的 识别大学生述情障碍的潜在类别及其与社交焦虑、抑郁症状的关联, 为促进大学生积极情绪发展和心理 健康提供理论依据。 方法 于 2020 年 9 月, 在河北省、吉林省、辽宁省 4 所高校方便整群抽取 1 338 名大学生进行横断面 调查, 使用多伦多述情障碍量表 (TAS-20)、交往焦虑量表 (SIAS) 以及流调中心抑郁自评量表 (CES-D) 进行问卷调查, 对 数据主要进行潜在剖面分析及 Logistic 回归分析。 结果 大学生述情障碍分为情感表达良好组 (33.3%)、情感辨别良好组 (9.6%) 和情感表达困难组 (57.1%) 3 个潜在类别。多元 Logistic 回归分析结果显示, 对人口学变量进行控制后, 情感表达 良好、情感辨别良好与抑郁症状 (β 值分别为 −1.92, −1.44, P 值均<0.01)、社交焦虑 (β 值分别为 −0.71, −2.04, P值均<0.01) 呈负相关。 结论 大学生述情障碍呈现类别分布, 各潜在类别与社交焦虑、抑郁症状关联不同。高校应在心理健康教育工 作中制定针对大学生情绪调节能力培养的干预方案, 缓解大学生社交焦虑及抑郁症状, 促进心理积极发展。